STUDENT TEACHERS’ PERCEPTION TOWARD MENTORS’
FEEDBACK DURING TEACHING PRACTICUM
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
“Sarjana Pendidikan”
CahyaningRomadhoni 112013075
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
i
STUDENT TEACHERS’ PERCEPTION TOWARD MENTORS’
FEEDBACK DURING TEACHING PRACTICUM
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
“Sarjana Pendidikan”
CahyaningRomadhoni 112013075
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
vi
COPYRIGHT STATEMENT
The thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person accept where due reference is made in the text.
Copyright@ 2017. Cahyaning Romadhoni and Rindang Widiningrum S. S., M. Hum
All rights reserved. No part of this thesis may be reproduced by any means without the permission of at least one of the copyright owners or the English Department, Faculty of Language and Arts, Universitas Kristen Satya Wacana, Salatiga.
vii
TABLE OF CONTENT COVER PAGE
INSIDE COVER PAGE ... i
PERNYATAAN TIDAK PLAGIAT………... ... Error! Bookmark not defined. PERNYATAAN PERSETUJUAN AKSES……….iii APPROVAL PAGE
1. Student teachers’ perception toward mentor teachers’ feedback ... 13
Table 1. Percentages of respondent selecting each statement of perceptions toward mentor teachers’ feedback. ... 13
Figure 1. Student teachers’ perception after receiving feedback. ... 15
Figure 2. Student teachers’ perception on detail of feedback. ... 16
Figure 3. Student teachers’ perception on supportive or constructive feedback. ... 18
2. Which type of feedback that student teachers prefer to get? ... 20
viii
CONCLUSION ... 22
ACKNOWLEDGEMENT ... 26
REFERENCES ... 27
1
STUDENT TEACHERS’ PERCEPTION TOWARD MENTORS’ FEEDBACK
DURING TEACHING PRACTICUM
Cahyaning Romadhoni
ABSTRACT
Mentor teachers’ feedback is one of important keys for student teachers to help them to develop their performance and competency skills in teaching. This study aims to find out what is the student teachers’ perception toward their mentor teachers’ feedback during teaching practicum and which types of feedback that the student teachers prefer to get from their mentor teachers. Both quantitative and qualitative research methodologies were used in the study. The questionnaire was administered to 60 research participants who are the student teachers in Faculty of Language and Arts, UKSW, Salatiga, especially those who had done their teaching practicum to answer the questions which are raised by the researcher of this study: 1) What is
student teachers’ perception toward mentor teachers’ feedback during their teaching
practicum? 2) Which types of feedback that the student teachers prefer to get from their mentor teachers? The findings revealed that student teachers perceived the feedback that they got during teaching practicum practices positively. Furthermore,
the student teachers’ perception showed that both types of feedback are important to
them. The study offered some pedagogical implications and recommendations with regard to feedback during the teaching practicum.
Keyword: teaching practicum, feedback, student teachers’ perception, mentor
2 INTRODUCTION
In English Language Education Program (ELEP), teaching practicum is one of important subjects because it gives a chance for student teachers to experience teaching in real classroom situation. According to Farell (2007 as cited in Agudo, 2016), “teaching practicum is essential for student teachers’ professional preparation”. In other words, student teachers could prepare themselves as a professional teacher through teaching practicum. A research conducted by Ali and Al-Adawi (2013) revealed that there are five main factors that influenced student teachers to improve their skill and competency in teaching practicum, and one of those important factors is mentor teacher’s feedback. In the previous studies, many researchers found that “mentors’ feedback can contribute to improve student teachers’ professional teaching competency in terms of self-awareness” (Ximena & Méndez, 2008; Pekkanli, 2011; Hudson, 2013 as cited in Agudo, 2016).
Ali and Al-Adawi’s (2013) study also revealed that mentor teacher’s feedback might
influence student teachers’ teaching performance, but unfortunately some student teachers
felt dissatisfied toward their mentors’ feedback. The findings of their study showed that
mentor teacher’s feedback could be a crucial problem when student teachers did not get the
effectiveness or the benefits of mentor’s feedback. In fact, many student teachers may feel
that sometimes their mentor teachers’ feedback is not clear and confusing. Park,Takahashi,
and White (2014) supported this fact by stating that “feedback tends to be infrequent, uncoordinated, vague, or not actionable”. In previous study of Ali and Al-Adawi found that
almost all student teachers depend on mentor teachers’ feedback to improve their teaching
3
did not get feedback from mentor teacher. They were only asked to teach the students without guided by the mentor teacher. Thus, it made student teachers feel unsupported by their mentor teachers.
Since teaching practicum is important component to improve the student teachers’ teaching competency, mentor teachers have responsibilities to guide and provide feedback during teaching practicum (Johnson, 2015). It is also supported in the study of Mai and
Baldauf (2010) showed that mentor teachers’ feedback is important to improve student teachers’ teaching competency. Thus, they suggest mentor teachers need to give more
effective of their feedback toward student teachers’ performance. Moreover, it is also
expected that student teachers may obtain the benefits of effective mentors’ feedback during
teaching practicum. However, teaching practicum became crucial issue when some of cases
showed that many student teachers did not get benefits from their mentor teachers’ feedback.
Therefore, I am interested to know about UKSW ELEP student teachers’ perceptiontoward their mentor teachers’ feedback during their teaching practicum. This study aims to know the
student teachers’ perception toward mentor teachers’ feedback during their practicum and
which type of feedback that student teachers prefer to get from mentor teacher. This research might help the students of ELEP of UKSW to realize the importance of mentors’ feedback during teaching practicum and to help mentor teachers provide effective feedback for student teachers during their teaching practicum.
Research Questions:
1. What is student teachers’ perception toward their mentor teachers’ feedback?
4 LITERATURE REVIEW
Teaching Practicum
Teaching practicum is a compulsory subject for the students of ELEP who have passed the pre-requisite teaching courses. The teaching practicum of ELEP of FLA takes place in the sixth semester and lasts for three months. Prior to the teaching practicum, students must take micro teaching class to experience the real mini class setting with their friends acting as students. During the teaching practicum, students are placed and sent to teach in groups in public or private schools in and around Salatiga, Central Java. According to Bashir et al. (2014), “practice teaching is defined as teaching by a student under the supervision of an experiencedteacher” (p. 89). In short, students who take teaching practicum are still guided by the supervisors or commonly called as mentor teachers. Later, the students will be called as student teachers during teaching practicum.
5 Mentor Teacher
According to Kelly and Tannehill (2012), a mentor teacher is a teacher whose classes the student teachers teach during their teaching practicum and is a professional teacher who provides guidance and assists the student teachers to improve the quality of their teaching skills. Thus, mentor teachers takean important role to influence the development of student teachers as a teaching professional. Maphalala (2013) stated that for the mentor teachers to effectively assist the student teachers during their teaching practicum. In my study which is conducted in UKSW, mentor teachers have several main responsibilities that they have to doduring the teaching practicum (teaching practicum handbook, 2016). Those main responsibilities are:
1. Mentoring the student teachers in their teaching experience.
2. Becoming a role model for the student teachers.
3. Allowing the student teachers to observe his/her teaching.
4. Deciding when a student teacher should start teaching in pairs and individually.
5. Assisting the student teachers in developing their lesson plans.
6. Attending and observing all teaching sessions of each student teacher.
7. Providing feedback for the student teachers’ teaching session.
8. Discussing the assessment after the student teacher’s performance.
9. Evaluating student teacher’s teaching.
6 Feedback
In this review, Hattie and Tipereley (2007) defined feedback “as information provided by an agent (e.g., teacher, peer, book, parent, self, experience) regarding aspects of one’s performance or understanding” (p. 81). Related to teaching practicum, feedback is one of important components in teaching practicum. Ali and Al-Adawi’s (2013) study revealed that
mentors’ feedback is considered as an important component in helping student teachers learn
how to teach. In short, feedback could help the student teachers toknow their strengths and weaknesses. Thus, the aim of feedback is to contribute improvement to student teachers’ learning and achievement. In other words, feedback is a tool that involves information of
student teachers’ performance which aims to improve student teachers’ teaching skill.
Although the importance of feedback to improve student teachers’ teaching cannot be
denied, there is still a dispute about the kind of feedback which is considered tobe effective for the student teachers andthe ones which are not. Some argued that sometimes feedback is unclear or unhelpful (Spiller, 2009). However, Ali and Al-Adawi (2013) found that
“practicumfeedback should allow dialogue between students and their mentors and promote
their thinking and reflectionskills and consolidate their pedagogical skills”. In fact, having a dialogue between student teachers and their mentor teacher after student teachers’ teaching is important. The student teachers and their mentor teacher could discuss and evaluate the
student teachers’ teaching performance. Thus, by being given a clear feedback, student
teachers could self-reflect their teaching performance and could understand their strengths and weaknesses.
Cohen (1909, as cited in Pratiwi, 2013) proposes two forms of feedback:
7
Oral feedback is known as ‘personal consultation’ between teacher and student. For doing
oral feedback, a mentor teacher and a student teacher should sit together and have an evaluation of the student teacher’s teaching performance. The mentor teacher and the student teacher would have a dialogue about the student teachers’ teaching performance. That is why it is called a ‘personal consultation’ because not only the mentor teacher that should give comments but the student teachers also could give their opinion toward their feedback. The problem of doing oral feedback is that sometimes the mentor teacher did not give the feedback directly. The student teachers would get difficulty to reflect their teaching performance, if the mentor teachers did not give the feedback directly.
2) Written feedback
Written feedback commonly involves written comments, corrections, or marks in
students’ written work draft. Differently with oral feedback, written feedback could not
support any discussion between the student teachers and mentor teacher. It is also only
from mentor teachers’ comment, thus the student teachers could not show their opinion
toward their feedback.However, written feedback could be checked anytime when the student teachers forget the feedback. If the mentor teachers only provide written feedback,the feedback should contain specific comments which involve the weaknesses and the strength of the student teachers, and suggestion how to improve their performance.
8
performing their teaching practice. Additionally, having discussion after student teachers’ teaching performance could create a good relationship between student teachers and their mentor teacher. Furthermore, Dargusch and Davis (2015) who argued that “the relationship between lecturers and students strongly influences students’ perceptions of the feedback they receive”. By having good relationship with mentor teachers, the student teachers also will have positive perception toward the feedback that they receive.
Perception
According to Pickens (2005), perception is related to attitude. Perception can be defined when someone interprets “the stimuli into something meaningful to him or her based on prior experiences” (Pickens, 2005). In short, perception is how human react toward their previous experience. However, every individual has different reaction toward their experience. For example, if after receiving the feedback the student teachers get benefits from the feedback, their perception toward feedback will be positive.On the contrary, if the student teachers did not get any benefits after receiving the feedback, the student teachers would think that the feedback is not helpful. From this example, it can be concluded that the student
teachers’ experiences toward their mentor teachers’ feedback will influence their perception
toward their feedback. There are some factors that influence students’ perception such as their motivation, expectation, andprevious experience.In short, positive or negative
perception will influence the students’ attitude, motivation and behavior. Depdikbud (1987 as
cited in Pratiwi, 2013) divides factors that affect someone’sperception into two:
9
2) External factors that come from outside of students, such as educational background, experience, environment, culture, and belief.
When students’ perception is positive, the mentor teacher’s feedback that they receive will be
effective but when the students’ perception is negative, it will disturb the students’ acceptance of feedback. It means that students’ perception influences the successful of
mentor teachers’ feedback (Pratiwi, 2013). On the other way around, if mentor teachers can
give effective feedback, the students’ reaction will be positive. Thus, their perception will also be positive, but if the feedback is not effective enough or not as what the students expect,
the students’ reaction will be negative. Thus, many student teachers who do not receive
effective feedback will think that feedback is not important. This study, therefore, concerns
student teachers’ perception toward their mentor teacher’s feedback.
THE STUDY
Context of the study
10 Participant
The participants of this study were students of ELEP who had taken teaching practicum.There were 60 students (43 females and 17 males) as the participants of this study who had done their teaching practicum in 17 different schools. The participants ranged in age from 21 to 24 years and were in their final year of studying at ELEP of FLA UKSW Salatiga. The students took their teaching practicum in the first semester of academic year 2016/1017. They had already passed the pre-requisite courses such as, Introduction to Language Education, Language Assessment, Teaching Learning Strategy (TLS), Curriculum and Material Development, TEFL (Teaching English as Foreign Language), and Micro Teaching before taking teaching practicum. During teaching practicum, the student teachers were sent to public or private schools in and around Salatiga to practice teaching the students in the school, and they were guided by mentor teachers. The students were required to teach 4 to 5 times in pairs and 6 to 7 times individually. The mentor teachers had to give feedback and comments for every student teacher’s teaching performance.
Data Collection Instrument
The data collection instrument of this study is a questionnaire which is adapted from Pekkanli’s (2011), and Ali and Al-Adawi’s (2013) studying. From Pekkanli’s (2011) questionnaire, the researcher used its 10 open-ended questions, and from Ali and Al-Adawi’s (2013) questionnaire, the researcher used its 4 close-ended questions. The researcher also used 1 open-ended question from Ali-Aldawi’s (2013) questionnaire which could answer the second research question about the type of feedback that student teachers prefer to get from their mentor teachers. Moreover, the researcher also modified some statements from
Pekkanli’s and Ali and Al-Adawi’s questionnaire to make the statements easier to
11
from Ali and Al-Adawi, and Pekkanli is because the two studies were similar and could answer the researcher’s research question about the student teachers’ perception toward their
mentor teachers’ feedback. The adapted and combined questionnaire was divided into three
parts, part one consist of close-ended questions in the form of 18 statements about diverse aspects of mentor’s feedback. The close-ended questions used 5 Likert scales ranging from strongly disagree, disagree, unsure, agree, strongly agree. Part two consist ofone open-ended question which was not originallyincluded in the questionnaire used by Ali and Al-Adawi(2013).That open-ended question is: Whattype of feedback do you prefer to get from your mentor teacher, written or oral or both? Give your reasons! Then, part three asks for the general information of the participants, such as their NIM, Age, Sex, and TP Site. Through this way, the respondents were encouraged to make suggestions on how to improve the quality of the feedback and relationship with their school mentors.
Data Collection Procedure
12 Data Analysis Procedure
The data gotten from the questionnaire were divided into two parts, close-ended and open-ended questionnaire data. First, the close-ended questions data were analyzed quantitatively by using Ms.Excel. Then, the data were transcribed and categorized into several themes according to the several types of student teachers’ perception toward mentor teacher’s feedback. The themes were types of feedback, the usefulness of feedback, detail of feedback, and constructive feedback. The close-ended data would answer the research
question of student teachers’ perception toward mentors’ feedback. After inputting the data,
the researcher counted the total and percentage of each statement using Ms. Excel. The result showed the highest score of students’ perception toward mentor teacher’s feedback. Then, the open-ended questionnaire data were analyzed qualitatively. This result would show which types of feedback (i.e., oral, written, or both) that the student teachers prefer to get and which one is more effective according to their perception. Then, the researcher analyzed the reasons of why they chose that type of feedback by categorizing and describing the reasons.
FINDINGS AND DISCUSSION
13
1. Student teachers’ perception toward mentor teachers’ feedback
The findings are discussed in relation to the research question written above. Statistical analysis of the quantitave data was conducted using Ms. Excel. The calculated
percentages of participating student teachers’ responses are reported in Table 1.
Table 1.Percentages of respondent selecting each statement of perceptions toward mentor teachers’
feedback.
No Statements StronglyDisagree Disagree Unsure Agree StronglyAgree
15
As it can be seen, Table 1 displays the data obtained from participants’ response in
selecting the statements of perception toward their mentor teachers’ feedback. However, the
results are better illustrated in Figure 1, 2, and 3 below which show the total of agreement, disagreement, and unsure of each statement.
Figure 1.Student teachers’ perception after receiving feedback.
The graphs aboveillustrate the student teachers’ perception after receiving the feedback. The findings shows 55 student teachers (‘strongly agree’ and ‘agree’) agree that the feedback they receive is useful and has helped them to reflect and there was no student teacherswho disagree that mentor teachers’ feedback is useful and helped to reflect.According to Hudson (2013), the purpose of feedback is to stimulate student teachers to reflect their teaching practice. By reflecting their practice, student teachers would know their strengths and weaknesses. Thus, it is true that feedback is important for student
teachers’ improvement in teaching competency. Then, 52 student teachers agree that they use
the feedback in their practicum.While the percentage for disagreement is only 4(6%) student teachers (‘strongly disagree’ and ‘disagree’) and 9 (14%) student teachers who are unsure whether it is useful or used in their teaching practicum or not, but it has showed that most of
0 1 0
3
4 5
34
37
21
15
16
the students perceived that mentor teachers’ feedback is an influential tool for helping them
reflect and improve their teaching skills (Ali & Al-Adawi, 2013).
Figure 2.Student teachers’ perception on detail of feedback.
The findings about student teachers’ perception on detail of feedback show that most
of the student teachers agree that they need to receive detailed feedback. According to Agudo (2016), the result of his previous study emphasized the importance of detailed feedback during teaching processes. It can be shown from statement 3 to 10, the graphs show higher score for agreement. For statement 3, 49 student teachers agree that their mentor teachers provide comments on teaching planning, and 5 student teachers are unsure, and 6 student teachers disagree. As for statement 4, 46 student teachers agree that their mentor teacherscomment on teaching strategies, and 11 student teachers are neither agree nor disagree, and 3 student teachers disagree. In response to student teachers’ perception about detailed feedback on class management, 33 student teachers agree, and 5 student teachers are neither agreenor disagree, and 3 others disagree. Considering statement 6, it is quite clear that 30 student teachers agree that they receive comments on personal attributes, but 18 student
17
teachers are unsure, and 12 student teachers disagree. It can be concluded that some mentor teachers did not really pay attention on student teachers’ personal attributes. For statement 7, 41 student teachers agree that their mentor teachers provide comments on their language proficiency, and 11 student teachers are neither agree nor disagree, and 8 others disagree. Regarding statement 8, most of the student teachers (51) agree that they receive general comments from their mentor teachers, and only 5 student teachers are unsure, and 4 others disagree.For statement 9, 37 student teachers agree that they receive comments on specific behaviors and achievement, and 18 student teachers are neither agree nor disagree, and 5 others disagree. It shows that many mentor teachers still pay attention to student teachers’ behaviors and achievements.Regarding to statement 10, 41 student teachers agree that their mentor teachers evaluate the effectiveness of the task and processes, and 11 student teachers are unsure, and 7 student teachers disagree. Therefore, based on the graphs of student
teachers’ perception on detail of feedback, most of the respondents agree that feedback
18
Figure 3.Student teachers’ perception on supportive or constructive feedback.
The findings about student teachers’ perception on supportive or constructive feedback show higher score of agreement which indicates that most of the students agreed that they have received constructive feedback. It is supported by Agudo (2016) who argued that supportive or constructive feedback is an important aspect for preparing the student teachers to become professional teachers. For statement 11, 50 student teachers agree that their mentor teacher praise them first before giving feedback, and 14 student teachers are neither agree nor disagree, and 6 student teachers disagree. For statement 12, 52 student teachers agree that they received positive comment, and 7 student teachers are neither agree nor disagree, and only 1 student teacher who disagrees. It shows that most of mentor teachers realize that by giving positive comments, student teachers could keep their strengths and be more confident in teaching practice.It is supported by Pekkanli (2011) who argued that positive feedback could influence student teacher improvement of teaching competency. Additionally, there are 30 student teachers who agree of receiving negative comment from mentor teachers (statement 13), and 14 student teachers are unsure, and 16 student teachers disagree.It is quite clear that many students received negative comments on their feedback.
1 0 4 1
19
20
important elements in feedback to make the student teachers be more confident in developing their teaching competency skills.
2. Which type of feedback that student teachers prefer to get?
Figure 4. Student teachers’ preferred type of feedback.
The chart above illustrates the percentage of student teachers’ preference on type of feedback. It shows that the majority of the student teachers which is 75% (45) prefer to get both type of feedback, and8% (5) student teachers prefer to get written feedback, and 17% (10) students prefer to get oral feedback.
The qualitative data indicates that student teachers have different reasons of choosing thetype of feedback which they prefer to get from their mentor teachers. The results show that 45 student teachers prefer to get both types of feedback because both type of feedback can complement each other. While written feedback could be checked any time, oral feedback could support further explanation. Student teacher 25 reported:
I prefer both. By oral feedback, I can direct clarify or ask if I am not satisfied with my mentor’s
feedback, while by written feedback I can keep it for reflection.
17%
8%
75%
Type of feedback
21
Additionally, some argue that oral feedback is clearer than written. Student teacher 13said:
I prefer both. The written one is important for me to remember it again, but oral is
also important because it is clearer than written one.
There are 10 students who prefer to get oral feedback. The reason is because they believe that oral feedback is more direct and support their discussion with mentor teacher. Thus, the student teachers could discuss, consult, and evaluate their performance to their mentor teachers. Moreover, by being given oral feedback, the student teachers could argue or express their idea, clarify, and also ask for detailed explanation directly to the mentor teacher. It is supported by Le and Vásquez (2011) who argued that feedback should be given by having interaction, thus student teachers could show their disagreement. Student teacher 3 argued:
I prefer oral because it gives me more detail explanation. I can consult or discuss and argue with the teacher if I don’t agree.
Another reason of choosing oral feedback is because the student teachers feel that oral feedback is clearer and more understandable. Sometimes mentor teachers give unclear comments on the feedback. In oral feedback, the student teachers could listen to their
mentor teachers’ comment directly and know the tone and the mentor teachers’
expression. Thus, the student teachers could not misunderstand and get clear explanation.According to student teacher 48:
I prefer oral. If it is oral feedback, I think the explanation of the feedback can be
clearer. I can a lso ask if there is any confusion. In contrast, written feedback gives
more confusion than oral feedback. I also think that written feedback is rarely read
22
There are 5 student teachers who prefer to be given written feedback to oral feedback because written feedback is easy to remember. Sometimes student teachers easily to
forget their mentor teachers’ comments, especially if the mentor teachers only give oral
feedback. By being given written feedback, student teachers could read the mentor
teachers’ comment every time they forget. Student teacher 37 said:
I prefer written feedback so, I can read it again. Somehow, oral is easy to forget.
Student teacher 60argued:
Written feedback. By looking written feedback, I will remember what I have to
develop or improve. I also could remember what my strengths or weaknesses are.
Another reason of choosing written feedback is because it is easier to help student teachers to reflect their teaching practice. Student teacher 51 said:
Written, because I can learn and reflect by myself.
As seen in the respondents’ response, both types of feedback are effective according to
the students’ perception and most of the student teachers appreciate by being given the
feedback. It could be argued that both types are important because they support each other. It is supported by Ali and Al-Adawi (2016) in their previous research which indicated that both oral and written feedback are more effective and should be given to student teachers for their teaching practice.
CONCLUSION
This study aims to know the student teachers’ perception toward mentor teachers’
23
the participants perceived mentor teachers’ feedback is highly important. As can be seen
from the usefulness of the feedback, almost all of the participants agreed that mentor
teachers’ feedback was useful and had helped them to reflect their teaching practice. The
participants also agreed that mentor teachers should include detailed comments on the feedback, such as teaching planning, teaching strategies, class management, personal attributes, language proficiency, specific behaviors and achievement, and evaluate the effectiveness of task and processes that they perform. In addition, mentor teachers also needed to provide supportive or constructive feedback for preparing student teachers to become professional teachers. The constructive feedback could be in a form of praise before giving feedback, and giving positive and negative feedback which helps the student teachers to know their strengths and weaknesses. Besides, mentor teachers need to support student teachers’ development, concentrates on what student teachers can change for a better teaching practice, and develops the student teachers’ awareness of the tools and materials which can be used in the activities.
Furthermore, the findings of this study show that mentor teachers need to provide criticisms and suggestions on the feedback. This study also suggests that mentor teachers could increase the quality of the feedback by providing detailed and constructive feedback, and provide the clear feedback used simpler language to students. Agudo (2016) stated that student teachers like to expect more from mentor teachers who can give constructive and detailed feedback. It is because constructive feedback has positive effects for the student teachers, such as feeling more confident, while detailed feedback could help the student to improve their teaching competency skill as a professional language teacher. Since mentor teachers’ feedback is very helpful to improve student teachers competency in teaching skills, the student teachers need to pay more attention to
24
their teaching practice and learn from their mistakes. Additionally, the researcher also suggests that student teachers and mentor teachers need to build good relationship during teaching practicum. A good relationship promotes good discussions when mentor teachersgive the feedback. It can be begun with open communication (Strader, 2009).
The study also indicated thatthe student teachers agree that they received both types of feedback, written and oral feedback, from their mentor teachers. Most of the student teachers prefer to get both types of feedback because written and oral feedback could complement each other. While written feedback could be checked anytime, oral feedback could be directive and support any direct conversation between the student teachers and their mentor teachers. This finding is supported by Ali and Al-Adawi (2013) who argued that both oral and written feedback could help the student teachers to reflect their teaching
performance. According to the student teachers’ perception, it can be suggested that both
types of feedback should be given by mentor teachers. By giving both types of feedback, student teachers could receive the benefits of each feedback. With written feedback, the student teachers can check the comments anytime when they need to reflectof their teaching practicum or when they forget the oral comments given by the mentor teachers, while with oral feedback, it promoted any conversation or discussion between the student teachers and their mentor teachers (Spiller, 2009). Thus, they could directly argue, ask, and clarify the comments.
25
26
ACKNOWLEDGEMENT
This study would not be completed without any help and support from many people. First of all, I would like to thank to Allah Yang Maha Esa for His guidance and blessing on me in finishing this study. I would like to express my sincere gratitude to my supervisor, Rindang Widiningrum S. S., M. Hum., for her guidance, suggestion, feedback, support, and help during the accomplishment of my thesis. I would also like to express my gratitude to my examiner, Antonina Anggraini Setiamunadi S. Pd., for her guidance, suggestions, feedback and help to examine my thesis.
27 REFERENCES:
Agudo, J. D. M. (2016). What type of feedback do student teachers expect from their school mentors during practicum experience? The case of Spanish EFL student teachers.
Australian Journal of Teacher Education, 41 (5), 36-51.
Ali, H. I. H., & Al-Adawi, H. A. (2013). Providing effective feedback to EFL student teachers. Higher Education Studies, 3 (3), 21-35.
Bashir, S., Malik, M., Fatima, G., &Bashir, S. (2014). Effectiveness of practicum component of B.Ed. program at University of Education Lahore, Pakistan. Educational Research International, 3 (4), 89-98.
Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 31 (2), 219-233.
Davis, S. E., & Dargusch, J. M. (2015). Feedback, iterative processing and academic trust - teacher education students' perceptionsof assessment feedback. Australian Journal of Teacher Education, 40 (1), 177-191.
Endeley, M. N. (2014). Teaching practice in Cameroon: the effectiveness of the University of Buea model and implications forquality. Australian Journal of Teacher Education, 39
(11), 147-160.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77 (1), 81-112.
Hudson, P. (2005). Mentors’ personal attributes for enhancingtheir mentees’ primary science
teaching. Teaching Science, 51 (2), 31-34.
Hudson, P. (2013). Feedback consistencies and inconsistencies: Eight mentors’
observationson one preservice teacher’s lesson. European Journal of Teacher
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Johnson, K. R. (2015). Fourth year teachers' perceptions of the student teaching practicum in Abu Dhabi. Unpublished doctoral dissertation, WaldenUniversity, Minnesota.
Kelly, S., & Tannehill, D. (2012). The mentoring experiences of an Irish student teacher on hisphysical education teaching practicum. Graduate Journal of Sport, Exercise & Physical Education Research, 1, 47-64.
Le, P. T. A, & Vásquez, C. (2011). Feedback in teacher education : Mentor discourse and intern perceptions. Teacher Development: An International J ournal of Teachers' Professional Development, 15 (4), 453-470.
Mai, H. T., & Baldauf, R. B. (2010). Effective peer mentoring for EFL pre-service teachers’ instructional practicum practice. The Asian EFL Journal Quarterly, 12 (3), 40-61. Maphalala, M. C. (2013). Understanding the role of mentor teachers during teaching practice
session. International Journal of Educational Sciences, 5 (2), 123-130.
Moody, J. (2009). Key elements in a positive practicum : Insights from Australian post-primary pre-serviceteachers. Irish Educational Studies Journal, 28 (8), 155-175. Pekkanli, I. (2011). Designing a questionnaire attempting to discover mentors´ feedback in
the professionalism of the foreign language teacher candidate. Journal of Language Teaching and Research, 2 (3), 600-604.
Park, S., Takahashi, S., & White, T. (2014). 90-day cycle handbook: Developing an effective teacher feedback system. Stanford, CA: Carnegie Foundation for the Advancement of Teaching.
Pickens, J. (2005). Organizational behavior in health care. Jones and Bartlett Publishers, Sudbury, MA, USA.
Pratiwi, W. D. (2013). Students’ Perception Toward Teacher’s Written Feedback Among
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Spiller, D. (2009). Assessment: F eedback to promote student learning. Teaching
Development Unit.University of Waikato. Retrieved
fromhttp://www.waikato.ac.nz/tdu/pdf/booklets/6_AssessmentFeedback.pdf
Strader, W. H. (2009). The mentor-student relationship –from observer to teacher.Retrieved May 18, 2017, from https://www.naeyc.org/yc/pastissues/2009/january.
Teaching Practicum Handbook Semester 1-2016/2017. (2016). Salatiga: Faculty of Language and Arts, Universitas Kristen Satya Wacana.
30 APPENDIX
Questionnaire ofStudent Teachers’ Perception toward Mentors’ Feedback during Teaching Practicum
Dear friends,
In order to complete this study about “Student Teachers’ Perception toward Mentors’ Feedback during Teaching Practicum”, I need your help to fill in this questionnaire honestly based on your experience during teaching practicum. This questionnaire is to answer the research question: “What is student teachers’ perception toward mentor teachers’ feedback and which type of feedback that they prefer to get?” Your responses to the questionnaire will be kept confidential.
I. For each of the statements below, please indicate the extent of your agreement or
disagreement by ticking (√) the appropriate box. Where, SD: Strongly Disagree, D: Disagree, U: Unsure, A: Agree, SA: Strongly Agree.
Close-ended questionnaire: what is student teachers’ perception toward mentor teachers’ feedback?
No Statements SD D U A SA
19. My mentor’s feedback is useful and has helped me to reflect 20. I would use my mentor’s feedback in my practicum
21. My mentor’s feedback includes comments on teaching planning
22. My mentor’s feedback comments on my teaching strategies 23. My mentor’s feedback comments on class management 24. My mentor’s feedback comments on my personal atributes 25. My mentor’s feedback comments on my language
proficiency
26. My mentor gives me general comments
27. When giving feedback my mentor comments on specific behaviors and achievements
28. My mentor evaluates the effectiveness of the task and processes that I perform
29. My mentor praises me first when giving feedback
31
31. My mentor gives negative comments on my performance
32. My mentor trusts, support and has genuine concern for my development
33. I feel accused of my teaching practice while I am getting feedback
34. My mentor criticizes my teaching when giving me feedback
35. My mentor concentrates on what I can change for better in the teaching practice
36. When giving feedback my mentor develop my awareness of the tool and material which can be used in the activities
II. Please answer the question below!
Open-ended questionnaire: which types of feedback that student teachers prefer to get? 19. What types of feedback do you prefer, written or oral or both? Give your reason!
III. Demographic information
NIM :
Age :
